Positive Behavior Intervention Support(PBIS) VCUSD August 16, 2012
Vallejo City Unified School District Mission, Vision, Values and Goals Vision Our Vision is for our diverse learners to be empowered, prepared and equipped with academic and life skills needed to be productive citizens, who can positively contribute to society. Mission Because safety is critical for each campus; we will enforce high adult visibility and respond to student matters in a timely matter.
Vallejo City Unified School District Mission, Vision, Values and Goals Value Educational Effectiveness Goals School Climate and Culture • Achievement gap eliminated • Dropout rate significantly decreased • Reduce referrals, suspensions and expulsions
Data Reflection Example • Where do you see movement toward the District and site goals? • The total number of referrals has decreased for all students and our largest subgoups. • Where is improvement needed? • Over 35,000 referrals • Disproportionality • Write a statement that identifies one of the problem areas that you see? • African American students are suspended at a rate that is twice their representation in the total student population
Data Reflection • Where do you see movement toward the District and site goals? • Where is improvement needed? • Write a statement that identifies one of the problem areas that you see?
Data Reflection • Write a statement that identifies one of the problem areas that you see? • Referrals and suspensions are not decreasing at our school • Referrals and suspensions are decreasing at our school but we are not meeting our targets • We are meeting our targets for students overall but our African American students are still over represented for referrals and suspensions at roughly twice the enrollment • There is still variance in data among sites. When our system is working well there will be little variability among sites.
Strategic Action Positive Behavior Intervention and Support fully implemented at all schools
Targeted and Indicated Interventions • Individual Students • Frequent assessments • Individualized supports • Evidence-based practices • Targeted and Indicated Interventions • Few Students • Functional Assessment-based • Individualized supports • Evidence-based practices • Selected Interventions • Some students (at-risk) • Group and individual supports • Default strategies • Frequent Assessments • Evidence-based practices • Selected Interventions • Some students (at-risk) • Group and individual supports • Default strategies • Frequent Assessments • Evidence-based practices • Universal Interventions • All students, all subjects • Preventive • Frequent Assessments • Evidence-based practices • Universal Interventions • All settings, all students • Prevention focus • Frequent Assessments • Evidence-based practices Three-tiered Model of Behavioral and Academic Support Systems Academic Support Systems Behavioral Support Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% email@example.com
Vallejo City Unified School District Progressive Discipline Plan Key idea PROGRESSIVE
Action 1: Setting School Wide Behavior Expectations How does it look? • Behavior expectations have been defined for all classrooms and common areas • Specific student behavior expectations will be posted in all classrooms and common areas
Action 2: Teaching Behavior Expectations How does it look? • Lesson plans for all student behavior expectations • A 2012-2013 schedule has been developed and will be implemented for the teaching and reteaching of all behaviors
Action 3: Using Positive Behavior Reinforcement How does it look? • A school wide positive behavior reinforcement system has been developed • The --- School system includes…. • Site administrators will have the following responsibilities: … • Teachers will have the following responsibilities: …
Action 4: Office Referral Procedures How does it look? • The _____ School Office referral form will be in use for all referrals • The following procedures should be used when referring students to the office: … • If these procedures are not followed these actions will occur: ….
Action 5: Systematic Supervision of Common Areas How does it look? • Training for systematic supervision • Our plan for 2012-2013 includes: • A focus on the “7 Features of Active Supervision” • Specific direction of locations of adults for supervision
Supervision Planning Activity • Draw a map of your school’s playground (or other common area if applicable) • Identify problem areas on that map • Draw out planned and purposeful movement patterns • Outline the reinforcement and correction strategies to be used • Discuss how you will train and support supervisors Systematic Supervision of Common Areas
Video • Systematic Supervision Middle School • Module 3- Being Positive 6:40 minutes
Being Positive Teacher Actions Impact on Students Appreciate it when teachers refer to them by name Are impacted by positive and negative teacher attitude in the classroom Feel more cared about when teachers are positive Notice the shift in school culture • Build relationships with S • Reinforce and model positive behavior • 4 to 1 Rule • Actively look for positive behavior
Action 6: Classroom Management System How does it look? • Teaching and reteaching of classroom rules • “If students are not doing what you want, teach them!” • Use of positive reinforcement • “Pay attention to the behavior you want!”
Video • Managing Middle School Classrooms- Behavior Expectations • Module 2: Identify 2:42 minutes
www.irised.com • Systematic Supervision for HS, MS, or ES and “Play by the Rules” ES student tape… Systematic Supervision of Common Areas
It is critical not to view Best Behavior as a set of “tricks” but rather as an integrated, sustainable system of supports for students, yourself, and your colleagues. -Jeffrey Sprague, 2005